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US20130089844A1 - Motion training using body stimulations - Google Patents

Motion training using body stimulations Download PDF

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Publication number
US20130089844A1
US20130089844A1 US13/647,353 US201213647353A US2013089844A1 US 20130089844 A1 US20130089844 A1 US 20130089844A1 US 201213647353 A US201213647353 A US 201213647353A US 2013089844 A1 US2013089844 A1 US 2013089844A1
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student
motion
session
practice
stimulations
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Sean Hutchison
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IKKOS Inc
IKKOS LLC
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IKKOS LLC
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Assigned to IKKOS, INC. reassignment IKKOS, INC. ASSIGNMENT OF ASSIGNORS INTEREST (SEE DOCUMENT FOR DETAILS). Assignors: HUTCHISON, SEAN
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    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/003—Repetitive work cycles; Sequence of movements
    • G09B19/0038—Sports
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/003—Repetitive work cycles; Sequence of movements

Definitions

  • FIG. 1 depicts an exemplary system for training bodily motions.
  • FIG. 2 depicts an exemplary method for training bodily motions.
  • FIGS. 3-6 depict model video examples of a bodily motion, along with recordings of a student's attempt to perform the bodily motion.
  • FIG. 7 depicts an exemplary method for training bodily motions using stimulation applied to various body parts.
  • FIG. 8 depicts a student engaged in body-stimulation motion training
  • FIGS. 1 and 2 show a system 100 and method 200 for training individuals to perform bodily movements.
  • Such individuals may include athletes, physical therapy or other medical patients, participants in yoga classes, individuals wanting to improve posture, workplace training, flexibility or range of motion, to name a few non-limiting examples. These individuals may work with coaches, doctors, physical or occupational therapists, or others that may help the individual in their motion learning and practice.
  • the two individuals in this training endeavor will be referred to in general as the “teacher” and “student,” unless the context lends itself to a more specific identification, such as “coach” and “athlete.”
  • FIG. 1 shows a teacher T and student S that may interact in various ways with the student.
  • System 100 may be implemented in whole or in part as a computing device having software and hardware components such as those found in desktop, laptops, tablet computers, smartphones, etc.
  • the system may also include motion sensors and other hardware that is more specific to the functionality that will be described herein.
  • the computing system can be implemented with such sophistication that it may be properly considered the “teacher” in some cases. And in this regard, it will be understood that many of the examples herein do not at all require the participation of a human teacher.
  • the methods will be described as including various steps, some of which will be shown in flowchart diagrams. These flowcharts may at first appear to imply that steps are performed serially in a particular order. And in fact, it will often make sense that some steps are performed in a particular sequence. That said, it should be understood that different sequences may be employed, some steps may be performed concurrently with other steps, some steps may be omitted altogether, and still further, additional steps may be employed without departing from the spirit of the invention. Also, the example methods may be carried out using the hardware and software configurations herein, or using hardware and software different from what is shown and described.
  • training a student to perform a particular motion may include a first session that may variously be referred to as a communicating session, or a demonstration or instruction session. This often includes communicating a model example of a bodily motion to the student. In some cases, this will include displaying a model video example of the motion.
  • This first stage can also be thought of as an “assignment” session in the sense that its purpose is often to assign an exercise or other motion to be practiced.
  • the training may include an absorption session.
  • the objective normally is to create an environment or conditions that increase the ability of the student to focus upon and neurologically absorb the information they have received during the prior session (e.g., during video display of a professional athlete optimally performing an athletic motion).
  • Absorption may include playing music or other audio, suppressing sensory inputs, facilitating states of relaxation, etc.
  • a practice session occurs, in which the student practices the motions.
  • a grouping or sequence of the above sessions may be referred to as a training cycle, and a cycle can involve more than a simple three-session sequence such as demonstrating, then absorbing and then practicing.
  • a cycle might include a first video display session followed by an absorption session, followed by another display session, and then another absorption session, and then three practice sessions at different speeds. Any sequencing or grouping of sessions can be thought of as a cycle.
  • a cycle is characterized by a particular focus. For example, in a first training cycle a golfer may be focusing on their overall golf swing. A second training cycle for that athlete could focus more specifically on the golfer's left arm. In some cases, a change in focus is made in response to electronic observation of the student's performance, using motion capture or other sensing technology as will be described in more detail below.
  • system 100 typically will include a user interface 102 , including a teacher interface 102 a and a student interface 102 b.
  • a user interface 102 including a teacher interface 102 a and a student interface 102 b.
  • These interfaces allow the teacher and student to establish goals, specify particular motions to practice, and provide a variety of other inputs used to control and otherwise affect the training sessions and cycles. And the student and teacher may of course interact with each other in order to best take advantage of the features of the system and craft an effective course of training
  • programmatic inputs may influence and control the training, meaning that such influence and control occurs without the need for human intervention.
  • these programmatic inputs are provided in very fast feedback loops, so as to best tune the training to produce the best results. For example, if a golfer is more or less instantly informed of an error in some aspect of their golf swing, that will often provide the best opportunity to quickly and effectively make the necessary correction. Physical therapy patients receiving instant guidance will have better outcomes, and at lower cost given the leveraging of hardware and software technologies that can provide guidance with less time inputs from the therapist.
  • System 100 may further include a storage subsystem 104 for storing data and software instructions to carry out the features of the system and method.
  • the stored content may include audio and video content that is presented to the student to help them learn the bodily motions of interest.
  • a video showing a professional swimmer optimally performing a particular swim stroke may be stored in storage subsystem 104 , for presentation to the student in one or more display sessions.
  • the student's practice of the motion may be recorded by video or other means, and this recorded data may also be stored in storage subsystem 104 .
  • Audio content may also be stored, as will be described in further detail below. Beyond this, virtually any other type of data may be stored in storage subsystem 104 .
  • the storage subsystem can store medical histories; information about injuries; information about past performances; information about settings used in particular training cycles and the results obtained with those settings during physical practice; libraries of video and audio content; any of the inputs received via user interface 102 ; etc. Any information relevant to motion training may be stored in storage subsystem 104 and used in various ways during the training And as indicated above, the storage subsystem contains executable instructions (e.g., instructions 105 ) to carry out the steps of the methods described herein.
  • executable instructions e.g., instructions 105
  • System 100 may also include a content creator/generator module 106 ; an output subsystem 108 including a display device and an audio output device; absorption setup module 110 ; practice session configuration module 112 ; an electronic observation subsystem 113 including a sensor 114 spaced from the student and/or wearable sensors 116 affixed to the student; and a processor 118 .
  • module 106 may also be referred to as an “assigning” or “assignment” module or subsystem.
  • module 106 generates and manages content which is output to the student by output subsystem 108 ; absorption setup module 110 configures and manages provision of sensory-reduced sessions, described elsewhere herein, in which audio/video stimulus perceivable by the student is suppressed; practice configuration module 112 configures and manages practice sessions in which the student practices bodily motions; electronic observation subsystem 113 observes and records information, e.g., about student's practice sessions.
  • the processor can carry out any number of functions, including the execution of instructions 105 for carrying out the features, functions and method steps described herein.
  • output subsystem 108 may also include a head-mounted display 120 , including a display device 122 (e.g., small screens positioned in front of the student's eyes) and an audio output device in the form of earphones 124 .
  • the display screens and earphones may be used to suppress one or both of audio and visual stimulus perceivable by the student (e.g., by blackout out the screens, turning down volume, white noise, noise cancelling, etc.), so as to provide a sensory-reduced session.
  • method includes a global setup step 202 entailing a holistic, high-level design and configuration of the training; a setup step 204 for configuring the period in which audio/video instruction is provided to the student, e.g., using content and assignment module 106 ; the providing of motion instruction to the student ( 206 ), for example with output subsystem 108 to deliver audio/video; setup and conducting of an absorption period ( 208 and 210 ), for example using module 110 and head-mounted display or other sensory-reducing means to provide a sensory-reduced session; setup and carrying out of the actual practice of the motion ( 212 and 214 ), e.g., using practice configuration module 112 and providing audio/video output with output subsystem 108 ; and respectively at 216 , 218 and 220 : observation of the student's practice, analysis of the
  • feedback features may include, in response to and based on electronic observation of student practice: (1) controlling, in any type of session, the use of audio, video, body stimulation, sensory reduction and/or training speed; (2) providing follow-up video content for viewing by the student, which differs in at least one aspect from previously displayed content; (3) reflecting the existence, extent and nature of an observed deviation in the student's practice from a desired performance; (4) emphasizing or providing indication of an observed deviation from a desired performance, where audio, video and/or body stimulation provides the emphasis; and/or (5) real-time control of audio presented to the student.
  • Global setup step 202 in this step the overall features of a training cycle are established.
  • Global setup may include receiving explicit inputs from the teacher and/or student, for example through a user interface such as that shown at 102 ( FIG. 1 ).
  • this step may be an appropriate time to set longitudinal goals that are somewhat removed from the specifics of a particular bodily motion.
  • a runner for example, may want to achieve a top-10 placing in their age group, reduce a personal best time by some amount, etc.
  • Athletes that perform timed events might include personal best times that have been achieved in the past; golfers might specify the distance they can achieve using various golf clubs; athletes in general might include information about equipment they use. Selections might be made about particular video content or audio content to be presented to the student to help them consciously and subconsciously develop a mental picture of how their body needs to move in order to achieve the desired progress. If an athlete would like to emulate the style of a particular professional, they could elect that all example video content be of that professional. For example, a swim student might elect to view performances from a particular Olympic swimmer; a golfer might want to see a particular professional golfer; etc. These are but a very few of the nearly limitless potential inputs.
  • feedback can be used to control the playing of audio content.
  • Audio content is sometimes preferably synced in a particular way to the student's practice. For example, it might be useful to match the tempo of a song to the frequency of some repeated motion (e.g., a cyclist's pedal stroke). Motion capture could be used to assess the cyclist's actual cadence in real time, which in turn could be used to ensure that audio being played to the athlete was synchronized with the pedal strokes.
  • stimulation of an athlete's body might be tuned from a baseline regime based on a motion capture determination that the athlete was having difficulty with some aspect of a motion.
  • Electro-stimulation of a golfer's arm might be useful for example, as a reminder to move the arm in a particular way. And such a need could be determined through a motion capture analysis that this aspect of the golfer's motion was the issue that most needed to be addressed.
  • Yet another example of feedback could be a determination that an athlete experienced the biggest improvement when listening to a particular song or other audio content.
  • that song could be automatically selected by software so that it would be played to the student at an appropriate time in a subsequent training cycle or stage.
  • a training session requires a patient to perform a series of exercises, and video data or another observation method reveals that one or two exercises in particular are not being performed to a satisfactory level, or that those exercises needed to be focused on for some other reason.
  • the initial configuration at 202 could include making sure that those exercises were emphasized in an upcoming cycle.
  • Feedback could also be used for motivational purposes, for example to positively reinforce that progress is being made, which in turn might cause the student to be more diligent or follow through with a course of training
  • electronic observation might reveal that mastery has been achieved for a particular exercise, in which case the student would then be moved on to other exercises and new audio and video content geared toward that new motion.
  • the feedback mechanisms herein are capable of operating very rapidly, in order to provide feedback at a point in time when it can be used to the greatest advantage.
  • a patient visits the therapist's office and is guided through various exercises. The patient then leaves with instructions to perform various exercises at home.
  • the patient can certainly self-observe how their home practice progresses, however that monitoring will be conducted without the benefit of 3 rd party objectivity, and even when a third party receives information about the practice (e.g., at a subsequent office visit), the feedback will be delayed in time by days or even weeks from when the actual home practice occurred. Also, it is quite possible that the patient will not even recognize difficulties in the practice.
  • the present method can include automated video and motion sensing recording and immediate real-time analysis of the recorded data, which in turn can be leveraged more or less immediately to guide the practice. Use of feedback can occur within seconds of observing the student's practice. And best practices can be uniformly adhered to, in the sense that a fully researched model motion can be used as the yardstick which controls performance measurement and response to the measured performance.
  • method 200 may further include, as shown at 204 , a content creation/generation step, which may be performed, for example, by module 106 of FIG. 1 .
  • a content creation/generation step which may be performed, for example, by module 106 of FIG. 1 .
  • video content will be desirable for providing up-front guidance to the student as to the aspects of the ideal motion.
  • the video content typically will include model video examples showing optimal performances of the bodily motions to be trained.
  • FIG. 3 for example shows a frame from a model video example 300 of a golf swing. Such an example may be displayed using the output subsystem of FIG. 1 (e.g., on a head-mounted display such as shown in FIG. 1 ).
  • any type of example may be provided, for any movement or type of movement.
  • video e.g., using renowned professional athletes
  • physical therapy or other therapeutic movements may be demonstrated; correct postures for sitting, lifting heavy objects, etc. may be shown; video of yoga poses can be displayed.
  • video of yoga poses can be displayed.
  • the possibilities are limitless.
  • virtually any type of input whether manual or programmatic, whether feed-forward or part of a feedback mechanism, and from any other stage of the practice or component of system 100 (when such hardware/software is employed), can be used to select and generate audio and video content to be presented to the student.
  • modified or supplemental content may be provided or generated.
  • a video of a swimmer may include multiple versions in which different aspects of the swimming stroke are emphasized, for example the arms, legs, or the rotation of the torso occurring as the swimmer takes breaths.
  • Feedback may be used to select the appropriate versions. For example, assume that a model video example is displayed in a first display session. Feedback may then entail providing follow-up video in a subsequent display session, which differs in at least one aspect from the first-displayed example. For example, electronic observation of a swimmer might reveal that they were not kicking hard enough, and the follow-up content could emphasize the legs shown in a model video example.
  • the non-emphasized part of the body When emphasis or de-emphasis is employed in video, the non-emphasized part of the body may be rendered in black-and-white, with the emphasized portion in color. As another example, the non-emphasized parts of the body may be dimmed. Any method may be used to emphasize or de-emphasize as necessary.
  • an entirely different video may be employed as follow-up content, for example in the case where feedback or other inputs dictate that the student move on to another movement or exercise. And it should be again emphasized that feedback inputs can be positive. New video content might be selected after a student has mastered an exercise, the new video content being, for example, a more difficult exercise that the student has demonstrated they are ready for.
  • Video content can have various other characteristics. Various objects in the may be occluded, for example.
  • occlusion may be used to emphasize or de-emphasize certain elements, for example in response to observed deviations from a desired performance.
  • Luminescence and color variations may be employed for various purposes, including to highlight observed problems with the practice.
  • follow-up video content may be edited to only show particular aspects that were shown in a prior display, again to emphasize deviations or for other purposes.
  • FIGS. 4 , 5 and 6 provide illustration of feedback and how step 204 can be influenced by that feedback.
  • a golfing student was first shown model video example 302 in a first viewing session (i.e., iteration of step 206 ).
  • motion capture video is employed (step 216 ) to observe the practice.
  • the feedback provided to the student may occur in a subsequent iteration of step 206 .
  • the student may be shown stills or video of their actual performance, as shown at 400 in FIG. 4 .
  • FIG. 5 provides another example of the feedback-generated content that can be shown to the golfer, in the form of an overlay of their performance on to the model performance—overlay video shown at 500 in FIG. 5 .
  • FIGS. 3-6 While the clothing, body shape, etc. appears the same for the figure in bold lines as the one in dashed lines, this replication is simply for purposes of simplicity, particularly with respect to the overlay. In actuality, the actual student will appear in the stills and video, and they will of course look very different than the professional athlete appearing in the model video example.
  • FIG. 6 shows an example of such follow-up content.
  • the video example 600 is similar to example 300 of FIG. 3 , except that the arms are emphasized, because it was determined in the observation 216 and analysis 218 steps that the golfer's main difficulty was their arm positioning. Electronic observation thus has been efficiently leveraged to tune the training to emphasize the specific area in which the student needs to improve.
  • Content that is presented to the student at step 206 can also include audio.
  • Any type of audio may be employed, although the inventors have determined that some types of audio provide specific and clear advantages in certain settings.
  • the audio may include a student-selected song.
  • a song or other audio clip could be selected based on it having a particular tempo, which can be advantageous in training repetitive motions that the student should perform at a particular frequency.
  • a 400-meter runner might select a high-energy motivational song having a tempo that matches their optimal stride for the 400-meter distance.
  • cyclists often focus closely on pedaling cadence, such that selection of music with a specific tempo can be quite helpful.
  • Another type of audio content is binaural beats.
  • step 206 method 200 includes the actual presentation of content to the student.
  • this step may be variously referred to as “instructing,” “demonstrating,” “presentation,” or “assigning,” which reflects that distinctions are appropriate in some cases based on the precise purpose to be achieved.
  • the term “demonstration” is clearly applicable; many examples include using a video to demonstrate the motion to be performed.
  • “Assigning” can refer to step 206 being carried out to assign particular motions or aspects of motions to practice. A teacher in the form of a physical therapist can “assign” specific exercises for a patient, and can also “instruct” the patient so as to enhance and improve the practice experience.
  • step 206 the word “presentation” will also be appropriate, for example the playing of audio to the student may be naturally described as a “presenting” activity.
  • the providing of information may include displaying video and/or playing audio, as has already been discussed.
  • body stimulation may be employed during step 206 .
  • content is provided to the student via the output subsystem, which may include one or more display devices and audio output devices.
  • this may be referred to as “maintaining an audio-motion synchronization.”
  • each moment of the audio has a corresponding associated moment in the motion, whether the motion is displayed in a video or is being practiced by the student.
  • the synchronized audio during practice can aid in properly activating the neuromuscular systems needed to properly perform the motion.
  • synchronized audio can provide a powerful “neurological anchor” that beneficially links the demonstration, absorption and practicing of the motion.
  • the audio content and its delivery be configured to induce the student to cognitively absorb the model video example, particularly during sensory-reduced sessions.
  • This may include selection of a tempo, for example so that audio events are synchronized with particular motion events. This may be particularly useful for repetitive motions occurring periodically.
  • patterned and directed audio may be dynamically time warped to replicate a programmed motor pathway that meets predetermined speeds or affords adjustable speeds to induce cognitive learning for skill acquisition to become task oriented.
  • control of audio may be based on a variety of inputs. Feedback inputs based on electronic observation of practice can be particularly useful.
  • the feedback in general may include controlling playing of audio during one or more of: (i) a subsequent display session; (ii) a subsequent sensory-reduced session; and (iii) the first practice session; and (iv) a subsequent practice session.
  • audio may be controlled to provide or emphasize an area that needs improvement, which may have been detected by electronic observation. Such areas can also be highlighted with video content, using methods of emphasis or de-emphasis as described above.
  • audio control based on feedback can include: speed control (e.g., in response to determining using motion capture that display/absorption/practice should be adjusted, for example made slower, to facilitate learning); and volume control for various purposes, including emphasis of particular aspects of the motion being practiced.
  • speed control e.g., in response to determining using motion capture that display/absorption/practice should be adjusted, for example made slower, to facilitate learning
  • volume control for various purposes, including emphasis of particular aspects of the motion being practiced.
  • Another example of control during a sensory-reduced session is an observation that a particularly-configured sensory-reduced session was followed by a particularly good practice session. In such a case, control could be performed to repeat the same configuration in subsequent sensory-reduced sessions.
  • motion capture can ensure audio is played at an appropriate tempo and properly synchronized to the motions the student is attempting to perform.
  • immediate audio feedback can be provided, for example as a volume change, distortion, beat tones or other warning-type sounds, removal or addition of other audio components, etc.
  • the electronic observation system may also observe the student practicing at other than a desired speed, in which case audio playback can be controlled to prompt or induce the student to speed up or slow down the practice.
  • the feedback generally will be performed based on observation 216 , analysis 218 (e.g., is the deviation large enough to be determined an insufficiency) and feedback 220 .
  • Steps 212 and 214 pertain to the actual practice of the movement by the student.
  • the upcoming practice session is “configured,” in the sense that selections are made with respect to the particular movement or aspects of movement to be practiced; the environment in which the movement will be practiced; whether and what type of audio and video will be provided to the student during the practice; whether and how the practice will be observed and monitored; whether and how the student will be provided with real-time feedback as the practice occurs; the speed at which the motions will be practiced; whether haptic or other sensory stimuli will be provided, etc.
  • these selections may be made with any type of inputs, as discussed above and including feedback based on observation 216 and analysis 218 .
  • the actual practice is carried out at step 214 .
  • Practice may be carried out at various speeds.
  • a given speed may be determined in advanced and enforced via various methods.
  • Enforcement of speed may include controlling an audio track to play at a particular tempo, or controlling the frequency of a repeated tone or sequence of tones.
  • Speed control can be used to prompt changes in the student's speed. For example, if the student is moving slower than desired, the tempo of accompanying music can be increased slightly, so as to induce the student to “chase” the audio and converge to synchronicity. On the other hand, audio can be slightly slowed to signal a need for decrease and induce such decrease.
  • Enforcing practice speeds can be very helpful—one can well imagine that an optimum path to mastery would be to first start at a slower pace. And speed control could rein in the overeager student who wants to proceed at a fast tempo before they have a sufficient grasp of the basics of the movement.
  • speed may be useful to let the student proceed during actual practice at a speed that is comfortable for them.
  • this involves a non-predetermined speed that may fluctuate
  • example method 200 includes, at 216 , electronically observing the student's practice.
  • Electronic observation may be performed, for example with electronic observation system 113 , using optical technologies such as time of flight, structured light, marker tracking with active or passive markers, and non-optical methods, such as with accelerometers, gyroscopes, magnetic tracking, etc.
  • Other data may also be obtained, such as heart rate, respiration rate, work rate (e.g., strokes/strides/revolutions per minute), time needed to perform an exercise or cover a specified distance, etc.).
  • analysis may be performed, which in turn can produce feedback that can send inputs to or control other stages, as shown at 220 .
  • the possibilities for control based upon observation and analysis are limitless.
  • observation at step 216 is often conducted to determine that the student's practice of the motion has deviated from some desired performance (e.g., arm at the wrong angle, incorrect posture, timing of a motion being early/late, etc.).
  • Feedback can reflect this deviation, and in some cases will vary with the extent of the deviation.
  • the deviation can affect the setup, configuration and output provided at steps 202 , 204 and 206 .
  • the student may be shown video or other information recorded about their practice (see FIG. 4 , a video of student's actual performance; and FIG. 5 , a video overlaying the actual performance on to of the model example to facilitate recognition of problem areas).
  • an observed deviation might affect or control the audio played to the student during stage 206 .
  • the analysis could identify the audio that was played at 206 that lead to the best performance (e.g., with the least deviation). This audio would then be selected for subsequent iterations of the 206 step.
  • audio can be controlled to provide cues that occur at specific times as the student practices. If the observed deviation occurred for only a few moments during the student's practice, the audio in 206 could be varied at the corresponding moment when a model video example is being played. Specifically, if a golfer's deviation occurred at follow through, the feedback control of audio can include, while the golfer is subsequently watching a video model example, changing the audio at the moment of follow through, to emphasize that aspect of the motion.
  • audio content it will also be desirable to play audio content during the absorption stage 210 .
  • Control of this audio based on an observed deviation can also be performed. Referring to the above example where audio is varied at the moment of deviation, a similar feedback-based timing may be used. Another example of audio control during demonstration and absorption would be a determination that a different speed should be used. For example, if the student's performance at slow-speed practice has improved significantly, then the video and associated audio played in steps 206 and 210 could be played faster.
  • Deviation-based feedback control can also affect the actual practice.
  • electronic observation of a deviation can be used to vary practice speed or the speed used on other stages. For example, if a lot of deviation were observed, then the feedback may result in practice stage 214 being conducted at a slower speed.
  • Real-time audio feedback can be used as well.
  • an audio variation can be introduced to alert the student to make a correction. Audio variation can be introduction of new content, change in volume, introduction of distortion, to name a few non-limiting examples.
  • Electronic observation may indicate practice occurring at other than a desired speed, and audio can be controlled to prompt the student to increase or decrease the speed of the practice.
  • varying the speed of practice can enhance training
  • it will be helpful to begin at a relatively slow speed with video demonstration of bodily motion and associated audio content beginning at a relatively slow speed.
  • Slow speeds allow the student to focus more closely on a motion or particular aspects of the motion.
  • slowing down video to below-actual speeds can greatly enhance learning.
  • the same audio content would then be played at the same speed in a sensory-reduced session following the display. The use of the same audio can help to induce greater cognitive absorption of the model video example shown to the student.
  • Training typically includes multiple iterations of the different sessions (display, absorption, practice), and speed will often be changed in subsequent sessions. For example, video and audio speed will often be increased in subsequent display and absorption sessions. These subsequent sessions can occur during a given workout, or they may occur days or weeks later. Generally, a speed increase is used as the student improves. It will also be understood that video and audio speeds may be decreased, for example if the student's performance deteriorates.
  • Audio/video speed control will often be implemented as feedback based on electronic observation of performance. Improved performances can lead to increased speed in subsequent display and absorption sessions. Similarly, where a student's performance shows some difficulty or deviation from a desired performance, subsequent sessions can be slowed down. These are but examples, there may be other reasons to change speed based on performance.
  • video control may be provided as followup video content in response to and based on electronic observation of the practice: (1) speed variations; (2) visual emphasis of certain aspects; (3) occlusion; (4) controlling luminescence; (5) selection of different video content; (6) editing prior video content to retain and display only a portion of the prior content; (7) color modifications; etc.
  • One, some or all of these controls may be used more specifically in response to observed deviations from a desired performance. These may also be based on improvements or other electronic observations of the practice.
  • analysis might reveal a student has achieved mastery in a particular exercise, in which case the follow-up video could provide praise or some other indication of success, and/or video of a new motion or motion aspect to be trained. Performance may indicate a speed change would be helpful, even though there is not a specific problem area.
  • audio and/or video electronic observation can be used to compare performances occurring in different practice settings.
  • the systems and methods herein may be tuned by analyzing what audio and video settings, changes, etc. were followed by the best performances. These settings can then be replicated in subsequent training activities.
  • FIG. 7 shows an example method 700 for training bodily motions using body stimulations
  • FIG. 8 shows aspects of the method in reference to depicted swimmer 800 .
  • FIG. 8 provides another example of video content that can show an actual performance deviating from a desired performance—here one of the swimmer's legs (dashed) is lower in the water than in the model example (in solid lines).
  • stimulating the student's bodies in selected locations can enhance motion training Stimulation may be performed using various methods and technologies.
  • electrical stimulation is performed with electrodes.
  • pressure, vibration, temperature, touch or other haptic signals and stimulation are used.
  • a number of stimulators 802 are affixed to the body of swimmer 800 . These stimulators may be electrodes adapted to stimulate muscular activity, haptic devices that provide pressure, compression, vibration, heat, cold, etc. In some implementations, these devices may be incorporated into a garment worn by the student, such as a swimsuit.
  • the stimulators typically are driven by signals (e.g., wireless signals) that are output as a result of executing software instructions, for example execution of instructions 105 with processor 118 .
  • the placement of stimulators 802 can be used for marker-based motion capture.
  • those locations can correspond to tracked locations in marker-less motion capture methods.
  • the locations may correspond to motion/position-sensing devices such as accelerometers.
  • each event is associated with and involves a particular body part.
  • the follow-through in a golf swing involves a driving motion (motion event) of the hips (the associated body part).
  • a given motion typically will have several motion events, e.g., bringing the golf club backward from an initial resting position; a middle portion of the backswing; the full retraction of the backswing and the attendant position of the arms; the beginning of the forward swing; the position of the head during the forward swing; the driving of the hips during follow through, etc.
  • the stimulation method may then include, as a model video example of the motion is played to the student, and for each motion event, stimulating a location on the student's body that corresponds to the motion event and its associated body part. Also, the stimulation is timed to occur at the same time that the motion event is shown in the displayed video example. This is shown at steps 704 and 706 .
  • stimulation can also be applied during absorption and/or the actual practice of the motion.
  • stimulation can also be applied during absorption and/or the actual practice of the motion.
  • it will often be useful to employ the same timing of stimulation as was employed during video display of the bodily motion, so as to strengthen the mental/physical link between the two stages and enhance the absorption. Stimulation during a sensory-reduced session is shown at 706 .
  • stimulations may also be applied during practice of the bodily motion.
  • stimulations are applied for each motion event and associated body part so that the stimulations are synchronized with the student's attempts to perform the motion events.
  • This synchronization may be performed using electronic observation, as discussed above, in order to determine when the student is attempting to perform the motion events.
  • the student may intentionally or unintentionally practice at a different rate than that shown in the video example. The different rate could be specified and controlled somehow, or could just naturally result from the way the student practiced at a given instant.
  • electronic observation e.g., via machine vision motion capture
  • Step 712 shows controlling of the stimulations.
  • This control can include stimulation control during video display sessions, sensory-reduced sessions, and/or practice sessions.
  • the control can include speed control; magnitude of stimulation; control based on electronic observation of practice; control to emphasize certain motion events relative to others; and/or control based on an observed deviation from a desired performance.
  • different stimulation speeds and timings may be employed. This can include an overall uniform speed change across the whole bodily motion. Alternatively, speed may be slowed or increased only for portions of the bodily motion (e.g., for a subset of the motion events). In some cases, training cycles may be arranged to have a pre-defined use of different speeds. For example, a slow speed might be used for initial display, sensory-reduced and/or practice sessions, with speed being varied in subsequent sessions, for example speeding up as practice improves.
  • Selecting a speed may be performed based on electronic observation of practice, for example to emphasize a difficult area (e.g., to reflect an observed deviation on a particular motion event), or based on an observation that the student would benefit somehow from a different speed (e.g., based on mastery at a slow speed).
  • a difficult area e.g., to reflect an observed deviation on a particular motion event
  • a different speed e.g., based on mastery at a slow speed
  • electronic observation can be used to control stimulation.
  • This can be used to control any types of session (display, sensory-reduction, practice).
  • speed can be changed, stimulations can be applied to emphasize certain motion events, stimulations can signal when the student is deviating from a desired performance, etc.
  • stimulation speeds can be changed; etc.
  • observed data might be analyzed to conclude that additional video/absorption/practice should be conducted at a different pace, such as to slow practice down in the event of difficulties.
  • feedback-based control can affect any characteristic of stimulation, both in a current practice session and in any subsequent type of session.
  • the control can include (1) controlling stimulation speed, e.g., to increase or decrease speed in subsequent sessions, for all motion events or any subset of those events; (2) magnitude of stimulation; (3) emphasizing certain motion events, including deviations from desired performance; (4) changing the subset of events for which stimulation is performed; and (5) activating additional stimulation sites; etc.
  • any practicable control can be performed in response to electronic observation.
  • electronic observation can be used to tune optimal stimulation settings, for example by analyzing what stimulation methods have caused the greatest improvements in performance.
  • any of the above methods relating to providing and/or controlling video and audio in display, absorption and/or practice sessions may be combined with body stimulation to aid in the training of bodily motions.

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